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New research from the Faculty of Education lifts the lid on an influential academy school, and finds an authoritarian system that reproduces race and class inequalities.    

Adolescents with obsessive-compulsive disorder (OCD) have widespread learning and memory problems, according to research published today. ̽��ֱ��findings have already been used to assist adolescents with OCD obtain the help they needed at school to realise their potential – including helping one individual go on to university. 

̽��ֱ��theory that education protects against Alzheimer’s disease has been given further weight by new research from the ̽��ֱ�� of Cambridge, funded by the European Union. ̽��ֱ��study is published today in ̽��ֱ��BMJ.

Evidence provided by the Research for Equitable Access and Learning (REAL) Centre informs the findings of a cross-party report calling for “significant spending” on early-years education

Researchers from the Faculty of Education have on the current state of education for children with disabilities in both England and India. Here, Dr Nidhi Singal, one of the report’s authors, outlines some of the key statistics, and argues that teachers need better training and more support “underpinned by principles of inclusion”.    

Most of us can quote snatches of poetry - but which poems can we recite in their entirety? In a survey of memorised poetry, Lear’s ̽��ֱ��Owl and the Pussy-cat came top, and some people know all 143 verses of the Rime of the Ancient Mariner. There are remarkable benefits of having a poem in your head.

Solutions designed by secondary school students as part of an innovative classroom design and technology programme could help reduce the number of unnecessary deaths from childhood asthma. 

At the end of June, the charity Stonewall produced a report along with Cambridge’s Centre for Family Research into the experiences of lesbian, gay, bisexual and transgender pupils at our schools. On the eve of Pride London, Dr Nick Bampos, one of the ̽��ֱ�� of Cambridge’s Equality and Diversity Champions looks at the findings.

‘Big data’ study finds that children from families with limited education have strongest long-term response to teacher encouragement, and are more likely to progress to university as a result.

Half the children in Africa miss out on school and basic learning as a result of poverty, gender or disability. While major efforts are being made to reverse this situation, Cambridge researchers are working with NGOs on the ground to ask what works, why and how much it costs.